Reflection: Modeling Close to 0, 1/2, or 1? - Section 3: Concept Development

 

As you can see in my video reflection below,  my students were a little off today and I found myself working hard to get my students to "think".  I ended up asking many questions trying to guide their thinking and be successful in this lesson.

One thing that didn't go so well in this lesson was that students were pretty confused as to whether or not they should draw one fraction bar or two fractions bars to model a fraction and compare it to one half.  To do this again, I would show my students both ways to model and let them decide.  Some students figured out they could draw one bar and on model both fractions on one bar, while others did not.  When the students using two bars so the students using one bar, some confusion erupted and the climate became a little hectic for awhile. 

I felt like this lesson made my students feel like they needed to model their fractions the exact way I had modeled mine.  So, in that regard this lesson was unsuccessful because I want my students to make connections between strategies to realize that they are both efficient ways to compare fractions. 

  Slow and Steady
  Modeling: Slow and Steady
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Close to 0, 1/2, or 1?

Unit 6: Fraction Equivalents and Ordering Fractions
Lesson 7 of 14

Objective: SWBAT compare two fractions using a benchmark such as 1/2.

Big Idea: Is it closer to 0, 1/2 or 1? Students will have to look carefully when using this direct instruction approach. Students model fractions compared with 1/2 in order to compare fractions.

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1 teacher likes this lesson
Subject(s):
Math, Fractions, Number Sense and Operations, manipulatives, fraction comparisons, modeling, Benchmark fractions, fraction bars
  45 minutes
modeling fractions with 1 2
 
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